- VOLUME
- Vol. 21 | (2)
01. The effects of job stress on South Korean teachers.pdf
- TITLE
- The Effects of Job Stress on South Korean Teachers’ Instructional Practices: The Mediating Roles of Teacher Self-Efficacy and Job Satisfaction
- KEYWORDS
- Teacher job stress, self-efficacy, job satisfaction, instructional practices, structural equation model
DOI : 10.22804/kjep.2024.21.2.001
Abstract
With growing concerns
about South Korean teachers’ stress stemming from their working environment
(e.g., student behaviors, workload, administration system), we used structural
equation modeling to analyze the relationship between teacher job stress, self-efficacy,
job satisfaction, and instructional practices. Data collected from 2,462 South
Korean teachers who participated in the TALIS 2018 were used. Results showed
that teacher job stress had a positive direct effect on instructional
practices. Teacher job stress had a negative indirect effect on instructional
practices via self-efficacy and job satisfaction, respectively. Teacher
self-efficacy and job satisfaction acted as sequential mediators between
teacher job stress and instructional practices. Implications of the results are
discussed, including the multifaceted impact of teacher job stress on teachers’
psychological and instructional outcomes.